For many students, college life is seen as preparing us for the real world. Indeed, such preparation is at the essence of education. As Benjamin Franklin said, “If you fail to prepare, you are preparing to fail.” However, sometimes in the midst of all our studies, the real world seems nothing more than some vague abstraction.In a boring class, the subject seems to have little relevance to real life; in an inspiring class, it is unquestionably relevant. Some might argue that in advanced academic courses, one is attaining knowledge for the sake of knowledge, and while this point is certainly valid, the challenge remains the application of such abstractions.We could compare these different learning situations – abstraction and application – to two different Jesuit ideals – contemplation and action, respectively.We grow in both situations by thinking and doing; both help us to prepare for the real world.In the classroom, there is often a stress on thinking rather than doing. However, over-thinking a subject can impede the learning process by merely reinforcing biased expectations.In order to avoid narrowing our perceptions, it is often necessary that we first do, in order to learn. We need not view our actions and our thoughts as mutually exclusive. Action is indeed a form of contemplation, and contemplation, a form of action. In the words of Aristotle, “For the things we have to learn before we can do them, we learn by doing them.” When the two become separate, no medium can be reached; learning needs a medium. This medium is found in shared dialogue. Respecting the value of relationships formed by the learning dialogue is essential in preparing to learn. In fact, it can make the difference of relevance or irrelevance.At different stages in any learning relationship, certain factors play a crucial role in the continuing dialogue: respect, safety, immediacy, engagement, and inclusion, among others. It is necessary to consider these factors in order to find relevance in the material. As in any relationship, we bring our own gifts, experiences, hopes and fears. The significance of the relationship relies on our openness and readiness to share. Much of the learning experience is merely being prepared to learn, and becoming aware of ourselves and our own prejudices.Perhaps most important, learning is a two-way street; those involved in the process are looking to find each other and themselves. In all your relationships, you are at times both teacher and learner. The relevance of our roles is how well they lead us to openness. This was perhaps best expressed by James Comer, who said, “No significant learning experience occurs without a significant relationship.”So how do we apply these abstract concepts of learning to our real experiences? The answer lies in the balance of contemplation and action. Think of why you were able to read this article: the opportunities you have been afforded in your education. More that two-thirds of the people in New Orleans cannot read this. What is worse is that many people in such situations are continuously overlooked.There is a huge need for literacy tutors in New Orleans. If you are interested in fulfilling this need, contact the LUCAP office at x2140 or [email protected]. Look for the upcoming book drive and literacy forum this month. In closing, consider the words of the Rev. Peter Hans Kolvenbach, S.J., Superior General of the Society of Jesus: “The real measure of our Jesuit universities lies in who our students become.” Get out into the real world!

Josh Daly is a music composition sophomore.Jessica Davis is an English writing sophomore.Josh